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Starting from difficulties that students of education display when they interpret empirical findings and generate scientific arguments, a problem-based e-learning environment was developed. Based on first evaluation data, an elaboration tool was integrated into the learning environment. The tool consisted of a modelling and an explanation part. In order to investigate the effectiveness of this elaboration support, a quasi-experimental field study was carried out in two seminars on scientific methods for advanced students of education. Students in seminar 1 (n 032) worked within the learning environment without the elaboration tool, students in seminar 2 (n 020) worked with a version that contained the elaboration support. The seminars did not differ with respect to various student characteristics. The students' absolute performance on a posttest that included argumentation and statistics tasks was rather poor. However, the elaboration tool significantly enhanced performance and motivational aspects (acceptance of the learning environment and subjective learning outcomes). By cluster analytical methods three student profiles were identified that substantially differed concerning posttest performance.

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